Contemplative Praxis and International Politics
June 17, 2026 DOI: 10.4324/9781003543329-9 (opens in new tab) via OpenAlex
Summary
AI-generated from the abstractContemplative practices, particularly insights from Buddhist thought on nonself and interdependence, can reshape how international relations theory understands the security dilemma. The chapter argues that conditioning responses to perceived threats in more constructive ways is possible, challenging deterministic realist views of anarchy and fear. Drawing on peacebuilding research and the author's teaching experience, it proposes that contemplative education can transform how students engage with global politics and security, opening space for more relational and intersubjective approaches aligned with liberal and constructivist traditions.
Study at a glance
| Characteristics | Theoretical or philosophical paper |
|---|---|
| Topics | Buddhism Meditation |
| Keywords | Contemplation Praxis Transformative learning International relations Dialectic |
| Key finding | Argues that contemplative practices and Buddhist insights can reimagine the security dilemma, challenging realist determinism and supporting more constructive, relational approaches to global politics. |
Abstract
This chapter explores the intersection of contemplative practices and international relations theory, offering a reimagining of the classical security dilemma through the lens of nonself and interdependence—core insights from ancient Buddhist thought. Building on foundational realist thinkers such as Thucydides, Kenneth Waltz, and John Mearsheimer, the chapter critically examines the evolution of paradigms in international relations and how they conceptualize the relationship between self and other, whether at the individual or state level. Drawing on recent research in peacebuilding and compassion-based training, the chapter argues that it is possible to condition responses toward perceived threats in more constructive and less reactive ways. These insights challenge deterministic views of anarchy and fear in realist thought and open the door to more relational, intersubjective approaches aligned with liberal and constructivist traditions. The chapter also incorporates the author&s;s experiences teaching international relations and leading meditation practice at a small liberal arts college in the United States. Through this pedagogical lens, the chapter reflects on the transformative potential of contemplative education to reshape how students—and future practitioners—engage with global politics, security, and the possibility of peace.